This study was designed to identify instructional models that can be used effectively in distance education over the Interactive Video Network (IVN) system in North Dakota and the instructional models preferred by students on‐campus and off‐campus. Role playing, simulation, jurisprudential, memorization, synectics, and inquiry models were found to be effective when adapted to the IVN system and were preferred by graduate students. It is recommended that faculty continue to to incorporate these models into the graduate courses offered over the IVN system. Direct instruction was perceived as the least effective instructional model and should be used to a limited ext